Managing the deliberate bias towards advancing the female gender through schooling: a sustainable development decision

The paper reflects on whether deliberately advancing the female gender through schooling could not massively and uniquely contribute to the sustainable development agenda. The paper is conceptual and empirical in nature within the qualitative research paradigm. The question guiding the paper is: to what extent can the futuristic decision of deliberately being bias in favour of advancing the female gender through schooling contribute to the sustainable development agenda? Out of the population of eleven secondary schools in one circuit in Waterberg district, in Limpopo province, South Africa, three second-ary schools were sampled through purposive convenient sampling. In each sampled secondary school, male and female learners were made research participants. Research findings revealed that firstly, there has been the tendency of deliberate under-representation of females in schooling activities. Secondly, there is socialisation crisis of the two genders. Thirdly, there is implicit maintenance of gender gap in schooling affairs. Fourthly, there is a problem of the sloganeering of education for all when the female gender continues to be excluded. Lastly, there is ignorance of the fading away of the 21st century with less done for the gender parity in schooling. The researcher recommends for the biased and prejudiced stance in favour of capacitating the female gender through schooling to enable them to be on par with their male counterparts. Finally, the researcher recommends for the fostering of a development pattern that leaves no one behind especially the female gender so that this gender helps in reversing under-development of their countries and that of the continent.